World Language and English Language Learner teachers and departments have long been separated. This session will give insight on how the Colorado Department of Education has begun to break down the barriers to bring these groups together to collaborate and advocate for the same language causes for all students.
Content and Purpose:
Language learning is language learning so it is time for World Language and English Language Learner teachers and departments to work together to break down the barriers. The Colorado Department of Education has a plan to expand collaboration and advocacy efforts for these groups to explore connections, strategies and resources that all can use. Examples include culturally responsive teaching strategies that include collaboration, respect and mutual support to achieve learning goals characterizing all interactions shared by students, teachers, and other school staff. Comparing WIDA and ACTFL "can do" statements to see where learning intersects for all students. Also included are the educator effectiveness resources and tools that expand knowledge for administrators in both groups to better evaluate language educators by seeing the similarities between the two. Finally, these two groups can actualize the importance they have in impacting student learning and achievement.
Contact Information
Lourdes Buck
Colorado Department of Education
ELD Specialist & World Language Content Specialist
Office of Culturally and Linguistically Diverse Education
Please follow Facebook
Janine Erickson
Advocacy Chair for the Colorado Congress of Foreign Language Teachers
2009 President of the American Council on the Teaching of Foreign Languages
Toni Theisen
CDE CCFLT Liaison
Thompson School District World Languages Curriculum Representative
2009 ACTFL Teacher of the Year
2013 President of the American Council on the Teaching of Foreign Languages
NBCT World Languages
Essential Question
How does the CDE service the needs of world language teachers?
I am very proud to present standards-based instructional resources for World Languages. The model lesson is a set of full lesson materials developed to train content area teachers at the 2016 All Students, All Standards Instructional Strategies Summer Institute. The additional sample lesson resources represent the work of a team of Colorado educators to share how they develop their own unique standards-based lessons that employ high-impact instructional strategies. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students.
Phase IV of the District Sample Curriculum Project is intended to share just a sampling of lesson planning processes and ideas as a response to requests from local schools and districts asking for more explicit instructional sample ideas. Thank you to the educators that worked diligently to submit their work for this purpose!
Colorado Seal of Biliteracy update: As of Feb 16, the Colorado SB-123 passed the Senate Education Committee and the full Senate.
The Colorado House Education Committee Hearing is Feb. 27 at 1:30 pm.
The Seal of Biliteracy is an award given by a school, district, or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.
Here is a copy of the bill as it stands of Feb. 22, 2017:
The purposes for instituting the Seal of Biliteracy and the Pathways to Biliteracy Awards are numerous:
To encourage students to study languages
To certify attainment of biliteracy skills
To recognize the value of language diversity
To provide employers with a method of identifying people with language and biliteracy skills
To provide universities with a method to recognize and give credit to applicants for attainment of high level skills in multiple languages
To prepare students with 21st century skills that will benefit them in the labor market and the global society
To strengthen intergroup relationships and honor the multiple cultures and languages in a community.
5. Current Standards Review Comments:
Online Standards Feedback System
This online system is designed to obtain feedback on each expectation within the CAS (Colorado Academic Standards). Your input will inform CDE’s plan for the standards review process and be provided to content area committees that will submit recommendations to the State Board of Education. Please participate by Apr. 30. Remember to check World Language Standards to evaluate.
Important note regarding the selection process: Candidates will be selected through a blind review process. Your name and contact information will be removed from your application before it is reviewed. Application review teams will rate applications with the intent to balance the committees based on the following criteria: general understanding of academic standards; general professional/work experience; relevant standards work/experience; professional training and/or coursework related to education; experience with diverse student groups; leadership and collaborative abilities; and a willingness to serve.
Important Dates
-Candidates will be notified by March 30, 2017 by email. Once applicants are selected to serve on revision subcommittees, CDE will offer travel and/or substitute costs as applicable.
-Candidates will need to confirm their participation no later than April 5, 2017.
-Committee work will begin May 19, 2017 and continue with a combination of face-to-face and online work sessions throughout February 22, 2018.
Key face to face meetings dates and ranges for planning purposes:
-May 19 and 20, 2017 (Alternatively, music will meet on May 12 and 13, 2017.)
-June 16, 2017
-Week of September 18, 2017
-Week of January 8, 2018
-Week of February 19, 2018
Before beginning, please allow a minimum of 30 minutes to complete the full application. Recovery of your work cannot be guaranteed if you leave the application before submission.
All Students, All Standards: Instructional Strategies Institute
The Six Core Practices of Proficiency-Based Learning for World Languages
The Six Core Practices are highly-effective and research-based teaching methods designed specifically for the world language classroom. The 6 core practices provide clear guidance for classroom instruction in achieving a shift towards a proficiency model and focus on teacher actions. Teaching for proficiency requires a change to the core of world language teaching and learning and provides guidance for student language acquisition.
Unlike “Best Practices” which defines “what works” based on experience; the 6 core practices are complex instructional practices that fully support student learning. They are not transparent or learnable through modeling alone and need to be rehearsed and coached in the specific context. Teachers must detail, deconstruct, and explicitly teach and assess the core practices.
1.) Facilitate Target Language Comprehensibility – Students and teachers speak, listen, read, write, view, and create in the target language 90% or more during classroom time: comprehensible input, context, and interactions
2.) Design Oral Interpersonal Communication Activities and Tasks – Teachers design and carry out interpersonal communication tasks for pairs, small groups, and whole class instruction.
3.) Teach Grammar as Concept and Use in Context – Teachers teach grammar in providing multiple opportunities for students to acquire and use the concept in context. Students focus on meaning before form.
4.) Guide Learners through Interpreting Authentic and Cultural Resources – Present interactive reading and listening comprehension task using authentic cultural texts with appropriate scaffolding while promoting interpretation.
5.) Plan with Backward Design Model – Instructors identify desired results, then determine acceptable evidence, and then plan learning experiences and instruction.
6.) Provide Appropriate Oral Feedback – Oral corrective feedback in speech or writing elicits output beyond a simple yes or no response.
Adapted from: American Council on the Teaching of Foreign Languages ACTFL “Building Your Core: Effective Practices for Language Learners and Educators”
Instructional Shifts in World Languages
Moving from …….
Moving to …….
Learning about the language
Acquiring the language
Professional learning in isolation
To professional learning through a PLN, Professional Learning Networks
Speaking English in class
Doing all routines and instructions in the target language
Students memorizing language via skit or dialog
Teaching language in context with spontaneity and student ownership
Explicit grammar instruction
Embedding and using grammar in context
Detailed error correction
Teaching language in context with additional repetition
Vocabulary lists and categories
Targeted high frequency structures
Text book excerpts with questions answer
Students reading for their own enjoyment
Forced oral output, “Repeat after me”.
Allowing language to develop naturally
Final grades
On-going evaluation of student progress
Teacher-centered classrooms
Learner-centered, personalization and cooperative learning structures
Teaching culture in isolation
Embedding culture through communicative tasks during all lessons
Homework
Seeking authentic opportunities for using language beyond the classroom
Focusing on what students don’t know
Focusing on what students can do. Using Can Do Statements for goal-setting
Following a grammar-based curriculum
Developing rich thematic units with real world relevancy
Using technology only as a tool for instruction
Using technology to transform learning for: connecting, discovering, creativity and critical thinking
Practicing language
Using language for communication*.
*The expression, interpretation and negotiation of meaning within a given context. - Bill Van Patten
Description
World Language and English Language Learner teachers and departments have long been separated. This session will give insight on how the Colorado Department of Education has begun to break down the barriers to bring these groups together to collaborate and advocate for the same language causes for all students.
Content and Purpose:
Language learning is language learning so it is time for World Language and English Language Learner teachers and departments to work together to break down the barriers. The Colorado Department of Education has a plan to expand collaboration and advocacy efforts for these groups to explore connections, strategies and resources that all can use. Examples include culturally responsive teaching strategies that include collaboration, respect and mutual support to achieve learning goals characterizing all interactions shared by students, teachers, and other school staff. Comparing WIDA and ACTFL "can do" statements to see where learning intersects for all students. Also included are the educator effectiveness resources and tools that expand knowledge for administrators in both groups to better evaluate language educators by seeing the similarities between the two. Finally, these two groups can actualize the importance they have in impacting student learning and achievement.
Contact Information
Lourdes Buck
Colorado Department of Education
ELD Specialist & World Language Content Specialist
Office of Culturally and Linguistically Diverse Education
Please follow Facebook
Janine Erickson
Advocacy Chair for the Colorado Congress of Foreign Language Teachers
2009 President of the American Council on the Teaching of Foreign Languages
Toni Theisen
CDE CCFLT Liaison
Thompson School District World Languages Curriculum Representative
2009 ACTFL Teacher of the Year
2013 President of the American Council on the Teaching of Foreign Languages
NBCT World Languages
Essential Question
How does the CDE service the needs of world language teachers?
Participant "I can" Targets
Participants canAgenda
Six Core Practices:
Six Core Practices Explanation Handout:
World Languages Instructional Practices sheet-1.pdf
- Details
- Download
- 139 KB
See the Six Core Practices handout information at the bottom of the page, too.
PowerPoint:
CCFLT 2017Breaking Down the Barriers of Language Professionals (IMPACTFUL).pdf
- Details
- Download
- 6 MB
Resources
1. Get CDE Update: CDL WL Content Specialist Lulu Buck's CDE Facebook page
2. CDE Website: High Impact Instructional Strategies: World Languages
I am very proud to present standards-based instructional resources for World Languages. The model lesson is a set of full lesson materials developed to train content area teachers at the 2016 All Students, All Standards Instructional Strategies Summer Institute. The additional sample lesson resources represent the work of a team of Colorado educators to share how they develop their own unique standards-based lessons that employ high-impact instructional strategies. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students.Phase IV of the District Sample Curriculum Project is intended to share just a sampling of lesson planning processes and ideas as a response to requests from local schools and districts asking for more explicit instructional sample ideas. Thank you to the educators that worked diligently to submit their work for this purpose!
Lulu Buck
CDE World Languages Content Specialist
4. Seal of Biliteracy: http://sealofbiliteracy.org
Colorado Seal of Biliteracy update: As of Feb 16, the Colorado SB-123 passed the Senate Education Committee and the full Senate.
The Colorado House Education Committee Hearing is Feb. 27 at 1:30 pm.
The Seal of Biliteracy is an award given by a school, district, or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.
The purposes for instituting the Seal of Biliteracy and the Pathways to Biliteracy Awards are numerous:
5. Current Standards Review Comments:
Online Standards Feedback System
This online system is designed to obtain feedback on each expectation within the CAS (Colorado Academic Standards). Your input will inform CDE’s plan for the standards review process and be provided to content area committees that will submit recommendations to the State Board of Education. Please participate by Apr. 30. Remember to check World Language Standards to evaluate.6. Standards Revision Team-Are you interested in being considered to be on the Standards Revision Writing Team-Fill out this application.
https://www.surveymonkey.com/r/casapplication (Takes about 30 minutes)
Important note regarding the selection process: Candidates will be selected through a blind review process. Your name and contact information will be removed from your application before it is reviewed. Application review teams will rate applications with the intent to balance the committees based on the following criteria: general understanding of academic standards; general professional/work experience; relevant standards work/experience; professional training and/or coursework related to education; experience with diverse student groups; leadership and collaborative abilities; and a willingness to serve.
Important Dates
Key face to face meetings dates and ranges for planning purposes:
- -May 19 and 20, 2017 (Alternatively, music will meet on May 12 and 13, 2017.)
- -June 16, 2017
- -Week of September 18, 2017
- -Week of January 8, 2018
- -Week of February 19, 2018
Before beginning, please allow a minimum of 30 minutes to complete the full application. Recovery of your work cannot be guaranteed if you leave the application before submission.https://www.surveymonkey.com/r/casapplication (Takes about 30 minutes)
Core Practices Explained Information Sheet
All Students, All Standards: Instructional Strategies Institute
The Six Core Practices of Proficiency-Based Learning for World Languages
The Six Core Practices are highly-effective and research-based teaching methods designed specifically for the world language classroom. The 6 core practices provide clear guidance for classroom instruction in achieving a shift towards a proficiency model and focus on teacher actions. Teaching for proficiency requires a change to the core of world language teaching and learning and provides guidance for student language acquisition.
Unlike “Best Practices” which defines “what works” based on experience; the 6 core practices are complex instructional practices that fully support student learning. They are not transparent or learnable through modeling alone and need to be rehearsed and coached in the specific context. Teachers must detail, deconstruct, and explicitly teach and assess the core practices.
1.) Facilitate Target Language Comprehensibility – Students and teachers speak, listen, read, write, view, and create in the target language 90% or more during classroom time: comprehensible input, context, and interactions2.) Design Oral Interpersonal Communication Activities and Tasks – Teachers design and carry out interpersonal communication tasks for pairs, small groups, and whole class instruction.
3.) Teach Grammar as Concept and Use in Context – Teachers teach grammar in providing multiple opportunities for students to acquire and use the concept in context. Students focus on meaning before form.
4.) Guide Learners through Interpreting Authentic and Cultural Resources – Present interactive reading and listening comprehension task using authentic cultural texts with appropriate scaffolding while promoting interpretation.
5.) Plan with Backward Design Model – Instructors identify desired results, then determine acceptable evidence, and then plan learning experiences and instruction.
6.) Provide Appropriate Oral Feedback – Oral corrective feedback in speech or writing elicits output beyond a simple yes or no response.
Adapted from: American Council on the Teaching of Foreign Languages ACTFL “Building Your Core: Effective Practices for Language Learners and Educators”
Instructional Shifts in World Languages
*The expression, interpretation and negotiation of meaning within a given context. - Bill Van Patten